Abstract
Harry Potter and the Order of the Phoenix, the fifth book (and film) of the record-breaking J. K. Rowling series, has been heralded as a catalyst for resurgence in literacy and demonized as an attack on traditional values. Using a cultural studies framework, this article suggests that Order of the Phoenix provides fertile ground for understanding the contemporary socio-cultural context and its relation to contemporary issues in education and education policy. The Harry Potter series consistently revolves around the young wizard’s experiences in school, with this fifth installment focusing on issues of curriculum and the control thereof. The author suggests that an analysis of the text could provide a particular reading that serves to critique current moves toward standardization, high-stakes accountability, and curriculum control.
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